چكيده
The aim of the present study was exploring the effect of flipped classroom on Iranian EFL learners’ engagement and attitudes toward learning. Accordingly, Nelson English Language Test was administered to 90 randomly selected learners out of the pool of 300 female learners from Entekhab Language Institute in Tabriz. Based on their scores, 60 learners were selected and assigned to one experimental and one control groups (i.e., 30 students in each group). At first, engagement and attitudes toward learning questionnaires were distributed to both groups. Then, four lessons of their English textbook were taught to the experimental group through flipped learning method and to the control group through traditional method. At the end of the treatment period, engagement and attitudes toward learning questionnaires were distributed to both classes for the second time. The results of the data analysis revealed significant differences between the two groups in terms of both their engagement and attitude in favor of the experimental group. These findings may prove useful for language teachers, students, textbook designers and material developers in making the language classes more engaging and they may enhance the students’ positive attitudes toward language learning.
